Posts tagged reasoning
Articles and news from the latest research reports.
Rhymes can inspire reasoning during the third trimester in the womb
Mozart, Beethoven or even Shakespeare — pregnant mothers have been known to expose their babies to many forms of auditory stimulation. But according to researchers at the University of Florida, all a baby really needs is the music of mom’s voice.
Research published in the most recent issue of the journal Infant Behavior and Development shows that babies in utero begin to respond to the rhythm of a nursery rhyme — showing evidence of learning — by 34 weeks of pregnancy and are capable of remembering a set rhyme until just prior to birth. Nursing researcher Charlene Krueger and her team studied pregnant women who recited a rhyme to their babies three times a day for six weeks, beginning at 28 weeks’ gestational age, which is the start of the third trimester of pregnancy.
“The mother’s voice is the predominant source of sensory stimulation in the developing fetus,” said Krueger, an associate professor in the UF College of Nursing. “This research highlights just how sophisticated the third trimester fetus really is and suggests that a mother’s voice is involved in the development of early learning and memory capabilities. This could potentially affect how we approach the care and stimulation of the preterm infant.”
Krueger’s team recruited 32 pregnant women during their 28th week of pregnancy, as determined by fetal ultrasound. The participants were between 18 and 39 years of age, spoke English as a primary language and were pregnant with their first baby. Once recruited, the women were randomly assigned to either an experimental or a control group. The mean age of the women in the group was 25. In addition, 68 percent of the women were white, 28 percent were black and 4 percent were of another race or ethnicity.
From 28 to 34 weeks of pregnancy, all mothers in the study recited a passage or nursery rhyme out loud twice a day and then came in for testing at 28, 32, 33 and 34 weeks’ gestation. To determine whether the fetus could remember the pattern of speech at 34 weeks of age, all mothers were asked to stop speaking the passage. Then the fetuses were tested again at 36 and 38 weeks’ gestational age.
During testing, researchers used a fetal heart monitor, similar to what is used during traditional labor and delivery, to record heart rate and determine any changes. Researchers interpret a small heart rate deceleration in the fetus as an indicator of learning or familiarity with a stimulus.
At testing, the fetuses in the experimental group were played a recording of the same rhyme their mother had been reciting at home but spoken by a female stranger. Those in the control group heard a different rhyme also spoken by a stranger. This was to help determine if the fetus was responding simply to its mother’s voice or to a familiar pattern of speech, which is a more difficult task, Krueger said.
The researchers found that the fetus’ heart rate began to respond to the familiar rhyme recited by a stranger’s voice by 34 weeks of gestational age — once the mother had spoken the rhyme out loud at home for six weeks. They continued to respond with a small cardiac deceleration for as long as four weeks after the mother had stopped saying the rhyme until about 38 weeks. At 38 weeks, there was a statistically significant difference between the two groups in responding to the strangers’ recited rhymes — the experimental group who heard the original rhyme responded with a deeper and more sustained cardiac deceleration, whereas the control group who heard a new rhyme responded with a cardiac acceleration.
Further research is needed to more fully understand how ongoing development affects learning and memory, Krueger said. Her aim is to recognize how this type of research can influence care in preterm infants and their long-term outcomes.
“This study helped us understand more about how early a fetus could learn a passage of speech and whether the passage could be remembered weeks later even without daily exposure to it,” Krueger said. “This could have implications to those preterm infants who are born before 37 weeks of age and the impact an intervention such as their mother’s voice may have on influencing better outcomes in this high-risk population.”
(Source: news.ufl.edu)
Upfront and personal: Scientists model human reasoning in the brain’s prefrontal cortex
Located at the forward end of the brain’s frontal lobe, the mammalian prefrontal cortex (PFC) is the seat of many of our most unique cognitive abilities – collectively referred to as executive function – including planning, decision-making, and coordinating thoughts and actions with internal goals. That said, perhaps its most important attribute – one that is apparently unique to H. sapiens – is reasoning which, based on Bayesian, or probabilistic, inference, mitigates uncertainty by informing adaptive behavior. While the structural details of this remarkable process have historically remained elusive, scientists at Institut National de la Santé et de la Recherche Médicale, Paris, and Ecole Normale Supérieure, Paris and Université Pierre et Marie Curie, Paris have recently employed computational modeling and neuroimaging to show that the human prefrontal cortex involves two interactive reasoning pathways that embody hypothesis testing for evaluating, accepting and rejecting behavioral strategies. More specifically, their model describes behavior guided by reason in the form of an online algorithm combining Bayesian inference applied to multiple stored strategies with hypothesis testing that can update these strategies. In addition – as proposed in a previous work – the scientists conclude that since the frontopolar cortex (FPC), located in the anterior-most portion of the frontal lobes, is human-specific and is a key component in executive function decision-making, the ability to make inferences on concurrent strategies and decide to switch directly to one of these alternative strategies is unique to humans as well.
Prof. Etienne Koechlin discussed the paper that he, Dr. Maël Donoso and Dr. Anne G. E. Collins published in Science.
Physics-minded crows bring Aesop’s fable to life
Eureka! Like Archimedes in his bath, crows know how to displace water, showing that Aesop’s fable The Crow and the Pitcher isn’t purely fictional.
To see if New Caledonian crows could handle some of the basic principles of volume displacement, Sarah Jelbert at the University of Auckland in New Zealand and her colleagues placed scraps of meat just out of a crow’s reach, floating in a series of tubes that were part-filled with water. Objects potentially useful for bringing up the water level, like stones or heavy rubber erasers, were left nearby.
The crows successfully figured out that heavy and solid objects would help them get a treat faster. They also preferred to drop objects in tubes where they could access a reward more easily, picking out tubes with higher water levels and choosing tubes of water over sand-filled ones.
!['I don't want to pick!' Preschoolers know when they aren't sure
Children as young as 3 years old know when they are not sure about a decision, and can use that uncertainty to guide decision making, according to new research from the Center for Mind and Brain at the University of California, Davis.
"There is behavioral evidence that they can do this, but the literature has assumed that until late preschool, children cannot introspect and make a decision based on that introspection," said Simona Ghetti, professor of psychology at UC Davis and co-author of the study with graduate student Kristen Lyons, now an assistant professor at Metropolitan State University of Denver. [Preschoolers Use Introspection to Make Decisions]
The findings are published online by the journal Child Development and will appear in print in an upcoming issue.
Ghetti studies how reasoning, memory and cognition emerge during childhood. It is known that children get better at introspection through elementary school, she said. Lyons and Ghetti wanted to see whether this ability to ponder exists in younger children.
Previous studies have used open-ended questions to find out how children feel about a decision, but that approach is limited by younger children’s ability to report on the content of their mental activity. Instead, Lyons and Ghetti showed 3-, 4- and 5-year-olds ambiguous drawings of objects and asked them to point to a particular object, such as a cup, a car or the sun. Then they asked the children to point to one of two pictures of faces, one looking confident and one doubtful, to rate whether they were confident or not confident about a decision.
In one of the tests, children had to choose a drawing even if unsure. In a second set of tests they had a “don’t want to pick” option.
Across the age range, children were more likely to say they were not confident about their decision when they had in fact made a wrong choice. When they had a “don’t know” option, they were most likely to take it if they had been unsure of their choice in the “either/or” test.
By opting not to choose when uncertain, the children could improve their overall accuracy on the test.
"Children as young as 3 years of age are aware of when they are making a mistake, they experience uncertainty that they can introspect on, and then they can use that introspection to drive their decision making," Ghetti said.
The researchers hope to extend their studies to younger children to examine the emergence of introspection and reasoning.
(Image: Jupiter Images)](http://40.media.tumblr.com/aa8c41046567c1d2b43a5fb0208cc4ea/tumblr_mjljxnVatw1rog5d1o1_500.jpg)
'I don't want to pick!' Preschoolers know when they aren't sure
Children as young as 3 years old know when they are not sure about a decision, and can use that uncertainty to guide decision making, according to new research from the Center for Mind and Brain at the University of California, Davis.
"There is behavioral evidence that they can do this, but the literature has assumed that until late preschool, children cannot introspect and make a decision based on that introspection," said Simona Ghetti, professor of psychology at UC Davis and co-author of the study with graduate student Kristen Lyons, now an assistant professor at Metropolitan State University of Denver. [Preschoolers Use Introspection to Make Decisions]
The findings are published online by the journal Child Development and will appear in print in an upcoming issue.
Ghetti studies how reasoning, memory and cognition emerge during childhood. It is known that children get better at introspection through elementary school, she said. Lyons and Ghetti wanted to see whether this ability to ponder exists in younger children.
Previous studies have used open-ended questions to find out how children feel about a decision, but that approach is limited by younger children’s ability to report on the content of their mental activity. Instead, Lyons and Ghetti showed 3-, 4- and 5-year-olds ambiguous drawings of objects and asked them to point to a particular object, such as a cup, a car or the sun. Then they asked the children to point to one of two pictures of faces, one looking confident and one doubtful, to rate whether they were confident or not confident about a decision.
In one of the tests, children had to choose a drawing even if unsure. In a second set of tests they had a “don’t want to pick” option.
Across the age range, children were more likely to say they were not confident about their decision when they had in fact made a wrong choice. When they had a “don’t know” option, they were most likely to take it if they had been unsure of their choice in the “either/or” test.
By opting not to choose when uncertain, the children could improve their overall accuracy on the test.
"Children as young as 3 years of age are aware of when they are making a mistake, they experience uncertainty that they can introspect on, and then they can use that introspection to drive their decision making," Ghetti said.
The researchers hope to extend their studies to younger children to examine the emergence of introspection and reasoning.
(Image: Jupiter Images)
Intensive preparation for the Law School Admission Test (LSAT) actually changes the microscopic structure of the brain, physically bolstering the connections between areas of the brain important for reasoning, according to neuroscientists at the University of California, Berkeley.
The results suggest that training people in reasoning skills – the main focus of LSAT prep courses – can reinforce the brain’s circuits involved in thinking and reasoning and could even up people’s IQ scores.
“The fact that performance on the LSAT can be improved with practice is not new. People know that they can do better on the LSAT, which is why preparation courses exist,” said Allyson Mackey, a graduate student in UC Berkeley’s Helen Wills Neuroscience Institute who led the study. “What we were interested in is whether and how the brain changes as a result of LSAT preparation, which we think is, fundamentally, reasoning training. We wanted to show that the ability to reason is malleable in adults.”
The new study shows that reasoning training does alter brain connections, which is good news for the test prep industry, but also for people who have poor reasoning skills and would like to improve them. The findings are reported today (Wednesday, Aug. 22) in the open access journal Frontiers in Neuroanatomy.